Saberes populares e alfabetização científica e tecnológica: possibilidades e desafios para a formação continuada de professores de ciências da natureza
Abstract
The brazilian society is composed of a cultural hodgepodge due to the strong
presence of indigenous peoples, immigrants and slaves of different ethnicities,
impacting habits, beliefs and even forms of expression. This whole context attributes
to the Brazilian community a unique community character, with intrinsic and singular
characteristics and a culture resulting from the mixture of all the ethnic groups that
compose it. In view of the influences of this cultural diversity, it is essential that this
plurality and specificities are explored within the scope of local educational practices,
valuing and rescuing the knowledge coming from society and the students'
experiences. Popular knowledge composes this picture of cultural wealth, and
appears as a theme with the potential to contextualize the contents of scientific
disciplines. This is because it contributes to a training in which the individual is able
to understand the relevance of these two cultures - popular wisdom and scientific
knowledge, knowing how to transpose them and resort to them in their appropriate
contexts, in line with theoretical references such as the proposed Scientific and
Technological Literacy by Fourez (2005). Despite the possible contributions that work
with this theme can add to science teaching, it is necessary to consider that the
effectiveness of this work depends largely on the teacher, thus indicating the need for
training that takes place in this perspective. However, due to the incipience of
discussions on the subject within the scope of Didactics of Science, we do not yet
have knowledge that provides a consistent theoretical framework for teacher training.
Thus, the present work, based on the offer of a continuous teacher training course
involving the relations between popular wisdom, ACT and science teaching, sought
to understand what are the implications of using this theme in the teaching work and
in the teaching and learning processes. science learning. To this end, we sought to
analyze the process of construction, application and evaluation of teaching proposals
that deal with popular knowledge and Scientific and Technological Literacy by
science teachers within the scope of a distance extension course. It appears that the
use of popular wisdom in an articulated way to science teaching presents great
potential for work in the perspective of ACT, presenting strong approximations with
the assumptions of this framework, in addition, it is evident that work in this
perspective still demands great transformations in the educational system as a
whole, especially in the training of teachers in the field, who, without adequate,
procedural and continuous training, encounter major obstacles to promote these
articulations and relationships in their teaching practice.
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